1. TELEPY SPORTS SCHOOL

2. PLAY FOR SPORT, PLAY FOR LIFE - 1.
‘sport should be accessible for everyone’
Our role in talent support is twofold:
1. We create opportunities
for gifted and talented
students in PE and sport
to develop their potential,
achieve in their learning in
both school and sport
experiences and develop
life skills.

3. PLAY FOR SPORT, PLAY FOR LIFE – 2.
‘sport should be accessible for everyone’
2. We encourage anybody to
take part in any of our sport
programmes, since sport
provides a platform for
people to develop
themselves. It is an excellent
opportunity to challenge
existing practice and to
show what people are able
to do and achieve.

4. SNAPSHOTS IN THE TELEPY SCHOOL

5. SPORTS EDUCATION
It encourages students to
experience many roles
for responsibility.
Students are identified
as part of a team and
encouraged to develop
team work, delegation,
support and mentoring.

6. GIFTED IN PE
The Gifted in PE program
aims to support the
development of our
learners through the 5
abilities – Physical,
Cognitive, Social, Personal
and Creative.

7. TALENT DEVELOPMENT
IDENTIFICATION AND TEACHING AND
ABILITIES OUTCOMES
SELECTION SUPPORT
Pupils are Elite sport
COGNITIVE recognized as
performance
Pupils unique
talented when Lifelong
CREATIVE needs are met
they demonstrate physical
through a
high level ability activity
PERSONAL differentiated,
within the full
flexible and Rewarding PE
PHYSICAL range of PE
progressive experience
contents, or have
SOCIAL approach.
the potential to do Sport
so. leadership
OTHER FACTORS
Early maturation and the impact this can have on identifying talent at an
AGE early age.
BODY TYPE, Different body shapes and sizes may be suited to certain activities or
MATURATION individual playing positions within team sports.

9. Talent Identification Portfolio
Personal Details
Name Age
Form: 1.A or 9.E Gender
Background information
Current Attainment level
Extra Curricular Activities
Representational Achievements
Informal Assessment/Observation
Current Attainment level
Extra Curricular Activities
Representational Achievements
Informal Assessment/Observation
(standardised; NC assessment; dynamic assessment;
revealing opportunities; standardised tests, etc.)

10. ZSOLT KACZUR, AGED 15
May, 2010 – Lithuania, Weight-lifting Championship, 6th place: Slovakia – 2nd
place., International Weight-lifting Championship, 1st place.
ZOLTÁN SINKÓ, AGED 17
2009 – Young Talents’ Olympics, boxing, 1st place
2010 – Budapest Championship, 1st place
RENÁTA TÓTH, AGED 16
2010 – Budapest Gymnastic Championship, adult, 2nd place (floor), 3rd place (beam)
ÁDÁM BABOS, AGED 17
2010 – Gymnastic Youth Championship of the Hungary, 1st place (floor and horse)
ROLAND VERES, AGED17
2010 Slovakian Open 32kg, 37kg, 1st place
2010 Austrian Classics 32kg, 37kg 1st place
2010 Golden Belt (Genova) 32kg, 37kg 1st place
DÁNIEL KORNAKKER, AGED 15
2010 – Hockey Championship in Slovenia (Bled), 2nd place (U15 player)

11. TAMÁS LAKATOS 9.E ZOLTÁN HARCSA 12.E
TABLE TENNIS 4TH PLACE BOXING 3RD PLACE
PERSONAL FACTOR
We also support
the individual
needs of talented
students to
achieve a manageable LEVENTE VÁGNER 10.E
balance between GYMNASTICS 5TH PLACE
schoolwork and out-
of school participation
in elite sport.

12. Differentiation – maximum opportunities for
revealing opportunities
COGNITIVE Lessons are delivered Lessons are
FACTOR on the basis of the delivered on the
National Curriculum basis of the
for Sport Schools in National Curriculum
Differentitation in the other classes.
enables pupils to the sport classes. It Their coexistence
work on tasks and covers aspects of provide the
participate in lifestyle management, multidimensional
activities target setting and atmosphere that
appropriate to
planning skills. makes differentiation
their ability levels.
possible.

13. CREATIVITY – ‘A STYLE’ OF INTELLIGENCE IN PE
It is used to identify talent
in PE. It could involve pupils
completing conventional
tasks in a novel way.
Inclusion
Verbal or written manners for
those who have the
intelligence to express their
creativity but cannot
demonstrate it physically.

14. SOCIAL FACTOR - ENRICHMENT
Our talent
development is mostly
based on Renzulli’s
Enrichment Triad
Model, where the whole
talent development can
be followed.
This approach suits the
multidimensional
aspect of talent
development in
general, i.e. it allows
pupils to fulfil a variety
of roles.

15. Quality standard – Parents and the Wider Community
Our school implementing the Sports
Curriculum work closely with the
National Institute for Sport, local
or regional governing bodies
of sport, clubs, school sports
associations and other organisations
or agencies.
To enable young athletes
to maximise their sporting and
academic potential, we work together
with our students’ parents, mentors
(if they have) and coaches to reduce
conflict between education and sport.
THANK YOU FOR YOUR ATTENTION